Grade: 10/High School Subject: Biology Author: Brianne Duffy
Diagnosed With What?
Standards: LS3(9-11)7b - investigating how the sorting and recombination in sexual reproduction results in a variety of possible gene combinations in the offspring of any two parents (e.g. manipulate models to represent and predict genotypes and phenotypes, Punnett Squares, probability activities).
LS4(9-11)9a -researching scientific information to explain how such things as radiation, chemicals, and other factors can cause gene mutations or disease.
Context: Students will be taking Quiz 2 and wrapping up Phase 2 of the unit. In this lesson, students will also be going over scientific texts in their lab groups. The class should be accustomed to reading science articles and understanding how to pull out the bulk of the information. To ensure students understand what they are being held responsible, I will model aloud a passage to the class. Classes will be assigned to write a 1-Page summary on the article. Outlines will be provided to aide students in writing their summaries.
Learners: The classes are high school college prep. and honors level learners. Lessons, assessments, and assignments can be tiered based on class needs. Possible suggestions will be highlighted later in the lesson.
Environment: The learning environment is what the class is accustomed to. Students will be at their lab tables with lab groups/partners.
Objectives: The objectives of this lesson are to complete the scientific reading, encourage excellent group work, and to preform well on Quiz 2. At the end of the lesson students will be able to...
Read and understand scientific articles about genetic diseases.
Begin a writing summary on what was extracted from the genetic disease articles read in class.
Work productively and comfortably in groups.
Complete Quiz 2.
Instructional Procedures: Opening: (25 minutes) Students will come into class prepared for the quiz. I all instruct students to put all materials away, ask if students have any last minute questions, and we will begin the quiz soon after. As students begin to finish their quizzes, I will provide students with the scientific articles and instruct them to sit down quietly and begin reading the articles until their classmates have all completed the quiz. We will then move into Agenda #3 of Phase 2 for the remainder of the class.
Body: (60 minutes) Agenda #3
Opening and Quiz 2 (25 minutes)
Feedback about the quiz? (5 minutes)
Explain the scientific article assignment (10 minutes)
Thinking back to the video about Malaria that we watched last class, and the images we saw, we're going to look at the genetics of some of these mutations.
Remember some of the key terms we have looked at - is it dominant, recessive? Is the mutation sex-linked? Is it encouraged by the environment? What type of mutation causes the disease? Where in the genome (who can define genome - quick!) is the disease located? Is there any treatment?
These are all things that you should be looking for and thinking of while your reading your articles.
It may also be a good idea to try and see if there are any benefits to the gene mutations you are reading about. There may not be, but as scientist, we have to consider the pros and cons of all situations.
I'm going to model how your scientific brains should be working while your reading these articles
4. Model scientific reading (3 minutes)
5. Work on scientific article assignments in class. (45 minutes)
*Note - For the sake of this lesson plan, student lab groups will be selected randomly based on how the articles are handed out.
Assessment: Students will be assessed based on their in class performance, how well* they do on the quiz, how well they work in groups and the completion of their scientific summaries. *Well: defined as - In a class of 22/24 students, 90% of the students should pass the quiz with at least 80% proficiency.
Tiering Options: Tiering can be done in a number of ways. The quiz can be tiered, as well as the articles assigned to certain groups. Groups can be predetermined to be homogenous, equally heterogenous, or based on the difficulty of the articles.
Subject: Biology
Author: Brianne Duffy
Diagnosed With What?
Standards: LS3(9-11)7b - investigating how the sorting and recombination in sexual reproduction results in a variety of possible gene combinations in the offspring of any two parents (e.g. manipulate models to represent and predict genotypes and phenotypes, Punnett Squares, probability activities).
LS4(9-11)9a -researching scientific information to explain how such things as radiation, chemicals, and other factors can cause gene mutations or disease.
Context: Students will be taking Quiz 2 and wrapping up Phase 2 of the unit. In this lesson, students will also be going over scientific texts in their lab groups. The class should be accustomed to reading science articles and understanding how to pull out the bulk of the information. To ensure students understand what they are being held responsible, I will model aloud a passage to the class. Classes will be assigned to write a 1-Page summary on the article. Outlines will be provided to aide students in writing their summaries.
Opportunities to Learn:
Materials:
- Scientific Articles
- Scientific Article Assignments
- Quiz 2
- Highlighters
Learners: The classes are high school college prep. and honors level learners. Lessons, assessments, and assignments can be tiered based on class needs. Possible suggestions will be highlighted later in the lesson.
Environment: The learning environment is what the class is accustomed to. Students will be at their lab tables with lab groups/partners.
Objectives: The objectives of this lesson are to complete the scientific reading, encourage excellent group work, and to preform well on Quiz 2. At the end of the lesson students will be able to...
Instructional Procedures:
Opening: (25 minutes) Students will come into class prepared for the quiz. I all instruct students to put all materials away, ask if students have any last minute questions, and we will begin the quiz soon after. As students begin to finish their quizzes, I will provide students with the scientific articles and instruct them to sit down quietly and begin reading the articles until their classmates have all completed the quiz. We will then move into Agenda #3 of Phase 2 for the remainder of the class.
Body: (60 minutes)
Agenda #3
- Opening and Quiz 2 (25 minutes)
- Feedback about the quiz? (5 minutes)
- Explain the scientific article assignment (10 minutes)
- Thinking back to the video about Malaria that we watched last class, and the images we saw, we're going to look at the genetics of some of these mutations.
- Remember some of the key terms we have looked at - is it dominant, recessive? Is the mutation sex-linked? Is it encouraged by the environment? What type of mutation causes the disease? Where in the genome (who can define genome - quick!) is the disease located? Is there any treatment?
- These are all things that you should be looking for and thinking of while your reading your articles.
- It may also be a good idea to try and see if there are any benefits to the gene mutations you are reading about. There may not be, but as scientist, we have to consider the pros and cons of all situations.
- I'm going to model how your scientific brains should be working while your reading these articles
4. Model scientific reading (3 minutes)5. Work on scientific article assignments in class. (45 minutes)
*Note - For the sake of this lesson plan, student lab groups will be selected randomly based on how the articles are handed out.
Assessment:
Students will be assessed based on their in class performance, how well* they do on the quiz, how well they work in groups and the completion of their scientific summaries.
*Well: defined as - In a class of 22/24 students, 90% of the students should pass the quiz with at least 80% proficiency.
Tiering Options:
Tiering can be done in a number of ways. The quiz can be tiered, as well as the articles assigned to certain groups. Groups can be predetermined to be homogenous, equally heterogenous, or based on the difficulty of the articles.
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